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hern Canada,people had to s t hrough t he bad weat her. 3.Tom is m wit h money.He nev 2 er helps t he poor t hough he is rich. 4.We had a very busy and t day. We need to relax ourselves. 5.J ack works hard and well so t hat he has won a s for his university st udy. 6.China’s role in helping t he world’s peace is highly v. 7.The man t t he girl wit h a gun and ordered her to give all her money to him. 8.He is a famous writer whose rise to f is an inspiring story. 9.It is going to rain;please t ry to find a s. 10.In t he fire,t he woman saved a boy but not her son.But she said she didn’t r not saving her son. Ⅲ.True or false. (　)1.She spent her 50t h and 60t h birt hday in Antarctica. (　)2.During her first days in t he expediti2 on,t he weat her was very good t hough t he wind was icy. (　)3.Every November t here was bright sun2 shine 24 hours a day. (　)4.Her birt hday fall on t he 22t h day when she began her journey to t he Sout h Pole. (　)5.She had got self-rescue t raining be2 fore t he expedition. (　)6.She will never forget her solo t ravel in t he Sout h pole. Ⅳ.Write down your understanding about the underlined part of t he following difficult sentences. 1.What else,but a journey at t he opposite end of t he world,Antarctica. 2.A few days later,I was moving forward over a slope t hat seemed safe when suddenly wit hout warning my world dropped out f rom under my skis. 3.I was t hankf ul for all t he t raining I had had. Ⅴ.Multiple choices: (　)1.Each of t he hotel’s 300 rooms equipped wit h television. 　　A.are B.is C.does D.do (　)2.The boys’team some good players,but t he girls’a better team. A.have,is　　B.has,is C.has,are　　D.have,are (　)3.All of t hem gone to Bei2 jing,and all going well wit h t hem. A.have,is　　B.has,is C.has,are　　D.have,are (　)4.What t he group want for t heir lunch? A.does　　　B.do C.are　　　D.is (　)5.Choosing what to eat matters a lot to me. A.does　　　B.do C.are　　　D.is Ⅵ.Collect information about the topic of this unit and prepare for a report. Ⅶ.Write down what you don’t understand while previewing t his unit. 从上述可知,预习练习的设计是随着学生学习情况、学生的学习需要而不断改变的。但我们也不难发现,有两部分在每个阶段都有:即第一部分重点词汇辨析和翻译和最后部分要求学生写下在预习过程中碰到的自己无法解决的问题。在每个阶段都设有这样的预习安排,是因为生词永远是英语课堂教学的主要障碍,也是学好英语的最基本的保障,所以每个阶段都是从预习词汇着手。还因为学生个体间预习能力不同,所以完成预习的情况也会有差异,所以最后这部分是为了引导每个学生在预习后,进行预习总结与反思,从而能更有效地发挥学生预习时的主体性,为提高课堂学习效率做了充分的准备。同时,随着学生英语水平的提高,各阶段的预习无论是从预习量上还是预习的难度上都是不断加强的。总的来说,新生刚入学是处于高中英语学习的初级阶段,要求学生先练好语音、语调,记忆和操练单词、句型和课文,因此预习侧重在学习语言形式上的提高。但随着语言水平的提高,侧重点就逐渐转移到语言意义上,因为进行大量的以意义为中心的活动是获得真正交际能力的必要前提,因此预习的设计围绕听、说、读、写活动展开,同时在预习练习的设计中也结合了当前高考的要求,为未来的学习奠定了扎实的基础。